This phenomenology of affective engagement experienced by advanced students in Advanced Placement (AP) courses at River City High School (RCHS)was conducted in order to better understand the potential affective experience of all enrolled and future students in AP courses. Additionally, this phenomenology sought to help improve negative affective experiences as needed and continue to enhance positive experiences of all students in advanced (TAG) programming which includes AP courses. The overall categories of "Others," "Stress," and "Inspiration" were revealed through potential themes collected from the student experience. Students experienced affective engagement relating to "Others" through both positive and negative interactions. In a crowded school community, it is expected that other people will influence the affective experience of students, yet, within the AP program, "how" is the question. The presence of others created competition, connection, and variations on comfort. "Others" disappointed students and isolated students physically and metaphorically. The other two categories--"Stress" and "Inspiration"--related to progress or movement. "Stress" impeded or slowed down; it was found to perhaps break students. "Others" directly influenced "Stress" such as through competitiveness, disappointment, and isolation. Affective themes grouped under this category show that we need to do more to support students who experience them. "Inspiration" propelled students forward. These are the affective experiences we want to encourage in AP programming. The themes and categories tied into the value students experienced in AP which includes immediate-, short- and long-term value. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]